- Jennifer Summit on Inside Higher Ed blog on Digital Literacy
Author Archives: Jennifer Summit
I was surprised to see the 2007 NEA study cited as evidence in a recent recent WSJ account of undergraduate literacy: "The Young and the Bookless". The other sources we’ve seen point to a rise, not a fall, in reading … Continue reading
The recent NYT op-ed, "The Country That Stopped Reading", will interest all of us on the “What is a Reader?” project–particularly its reflection on the dangers of substituting informational for literary texts in schools. But I was particularly struck by … Continue reading
A recent article in The Washington Post argues that English teachers are misinterpreting the common core standards in reading to mean that they should ditch fiction for nonfiction: “Yes, the standards do require increasing amounts of nonfiction from kindergarten through … Continue reading
“What is a Reader?” participants curious about what our own Natalie Phillips has been up can read about her research here : “If the ongoing analysis continues to support the initial theory, Phillips said, teaching close reading (i.e., attention to … Continue reading
According to a new report,”Generation Y, those born between 1979 and 1989, spent the most money on books in 2011, taking over long-held book-buying leadership from Baby Boomers. That’s according to the 2012 U.S. Book Consumer Demographics and Buying Behaviors … Continue reading
“Deep, broad reading habits are often a defining characteristic of our greatest leaders and can catalyze insight, innovation, empathy, and personal effectiveness,” argues a blog post from Harvard Business Review by John Coleman, "For Those Who Want to Lead, Read."
I’ve been browsing the California Reading Association website, which has interesting links: less of direct relevance to higher ed, but it’s good to keep up with reading at the K-12 levels nonetheless.
A post on Alex Reid’s blog, “Digital Digs,” robot graders, new aesthetic, and the end of the close reading industry, observes, “I think the “close reading” model that dominates English . . . is ultimately linked with computerized grading and … Continue reading
Responding to the news article on teaching reading through nonfiction (cited below), Howard Gardner (Education, Harvard) writes to the NYT : “Those educators who selected a reading program that valued fictional works presumably thought that was an appropriate emphasis. It is … Continue reading
This working group has been exploring and discussing the teaching of reading (especially at the post-secondary level) through fiction, which is the focus of traditional literature and English departments. An article in today’s NYT suggests that elementary students performed better … Continue reading